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October 15, 2013 at 6:10 pmParticipant
The families I work with have the common bond of a child with disabilities. They are all at different stages in understanding and dealing with this information. They need to know that they are not alone in the struggles of coping with everyday life. The parents/caregivers often make first connections in the music therapy group and many continue friendships/suppport outside of the group. Many of the kids have not been around other children except siblings due to the nature of the disability or because the parents may feel uncomfortable taking their child to “social groups”. My schools 0-3 population follows the “natural environment” theory so all the services the students recieve (speech, OT, PT) are done in the home. The parents and children both need the experience of meeting others in a safe and fun music therapy environment! Coleen and Petra made great points that I support!
October 14, 2013 at 10:20 pmParticipantColeen said it very well! I have taken an early childhood “branded” music program that once completed you are certified provider. It is geared toward typically developing 0-5 year olds. You do not have to have a music degree of any sort – just a desire. When comparing this program with “Sprouting Melodies”…well there is no comparing. There is so much more that an MT can provide with our clinican training and especially experience. There are no better teachers than our clients. After observing a parent/child group during this training I was very aware of what my observations were as compared to non- MT’s. I wanted more for those parents and kids!
October 14, 2013 at 8:03 pmParticipantI incorporate instrument playing, listening, singing and moving into all my sessions. I have a general pattern of the session: greeting, moving, singing/listening, playing, moving, singing. The order changes according to who will be attending and what their needs are to meet the goals. In relationship to the musical development sequence of listening, last spring our entire school (infants-26) had a field trip to the farm. In preparation for this we played “I hear….”. I would play a farm sound (animal, tractor…) some students were working on finishing the sentence “I hear a _____” while others were working on sound awareness. The cow sound was the most loved!
My awareness of the responses I am seeing are the biggest changes. With so many kids coming through my room it can be overwheling to notice all responses. I also am talking with colleagues more in terms of the developmental sequence language.
October 14, 2013 at 7:39 pmParticipantPLAYING INSTRUMENTS: Awareness- put instrument in mouth, Trust- will move toward instrument to get it, Independence- Shake instrument with purpose (with awareness), Control- play loud/soft fast/slow, Responsibility- play rhythmic patterns
LISTENING: Awareness- look at face of singer, Trust- may look away from dissonant music or sounds, Independence-increase vocalization when hear familiar song, Control-imitate simple rhythm patterns, Responsibility- audiation
SINGING: Awareness- make cooing sounds when content, Trust- vocalize when music becomes silent, Independence- vocalize pitched intervals, Control- loves to shout and whisper!, Responsibility- sings songs independently
MOVING: Awareness- move arms and legs reflexively in response to music making, Trust- use eyes to track music through space, Independence- uses hands to touch body parts (knees, feet), Control- uses single finger to point, Responsiblity – social dances! able to learn sequences
September 30, 2013 at 9:13 pm
in reply to: Sing and learn some of the songs presented in the video. Share with the board your experiences using these songs.
ParticipantI have groups on Wednesday that I think would benefit from the the song collection. I haven’t decided what song group specifically yet, but I will let you know how it goes! I love new ideas!
September 30, 2013 at 9:08 pm
in reply to: Discuss with the board the traditional and cultural music in your home community.
ParticipantCaro, Michigan is north of Detroit about 2 hours and is a rural area. The influences from Detroit “Rock City” of past and current are felt here as well as country, current top 20 music and traditional patriotic tunes. We have many churches in the area that present varying music styles, also heard are small folk groups and cover bands. Close to caro is Frankenmuth (home of the largest Christmas store in the world!) and is know for it’s German music influence – polka bands and dancing!
ParticipantHi! I am Stacy Reno. I have worked for Tuscola Intermediate School District, in Caro, MI for 15 years. Highland Pines School is a center based program for students with special needs ages 0-26. Prior to this I worked on the adult acute psychiatric unit at McLaren Hosptial. From this course I am hoping to expand my knowledge and music base in working with the 0-5 year olds. I have a once a month parent/child group that I run with a speech therapist. I feel the groups are going well but am always looking for ways to encourage follow through at home and would love to learn new interventions. I also am looking to try some new ideas with the 3-7 years old groups I have weekly. Again I run these with a speech therapist (different from the 0-3 program). I feel so lucky to be able to have this professional support – it keeps us both on top of our game! I am looking forward to hearing what you works our there in other places!
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